A COMMUNITY COLLEGE DISTRICT/UNIVERSITY PRESS COPUBLISHING VENTURE

The concept of community colleges and universities working together is not new; the idea of combining the talents of community college writers with the skills of the professionals from a university press, however, resulted in a unique collaboration. Two educational institutions cooperated in a mutually beneficial project that culminated in two published books: one of short stories and one of poetry. How this was accomplished can serve as a model for other community colleges on how to approach university presses in similar joint ventures.     

VERBAL INTERACTION DIFFERENCES BETWEEN JUNIOR/COMMUNITY COLLEGE AND UNIVERSITY SETTINGS

Experience with current instructional strategies employed throughout various educational institutions led the authors of the paper to question the general state of affairs portrayed by recent HEW statements concerning “abstract” knowledge imparted to “passive” students. A research design is given along with a data analysis. Findings are reported and future directions established.     

COMMUNITY COLLEGE AND UNIVERSITY INSTRUCTOR CONSISTENCY IN THE EVALUATION OF FRESHMAN ENGLISH THEMES

Several researchers have noted the variability among teachers in the grading of essays. Previous research has not attempted, however, to compare separate institutional settings. Because the regular English composition course at public two‐year colleges is transferable to four‐year public colleges, a comparison of the grading predilections of English faculty from both settings was undertaken. Each instructor was asked to mark and grade a set of five themes (the instrument). Means and standard deviations were determined, and ANOVA indicated the grading differences between the two settings were significant at the .05 level on all five themes and the grand total means. Though relatively consistent among themselves, community college instructors (N=19) were more than a letter grade more lenient than university instructors (N = 17) when all grades from each setting, referred to as the grand total mean, were averaged. University graders were most consistent on what they considered the two worst themes, whereas community college graders were most consistent on what they considered the two best themes. An expanded dialogue on grading criteria is recommended.     

AN ATTITUDE STUDY OF STUDENTS IN A COMMUNITY COLLEGE,A STATE UNIVERSITY,AND A TECHNICAL INSTITUTE

The purpose of this study in college student culture was to determine whether students entering different types of postsecondary institutions have value systems and/or personality characteristics which differ according to the type of institution they select An assessment of the attitudes and traits students bring with them to college was made at a comprehensive state university, a technical institute, and a community college.

The 16 Personality Factors Test of the Institute for Personality and Ability Testing (16 PF of the IPAT) was administered to 269 students in selected freshman level mathematics classes at the three schools. Individual factor scores were used to compute group means for each type of school on the 16 personality factors. The t test applied to differences in group means revealed significant differences (p < 0.05) among groups on several factors. The results support the hypothesis that student personality factors are related to the type of college selected.

If further research as recommended by the authors reinforces these findings, there are implications for many areas of the educational experience; e.g., college selection, programming activities, choosing instructional methods, counseling.     

UNDERSTANDING CONFLICT AND CLIMATE IN A COMMUNITY COLLEGE

This study examined the relationship between community college organizational climate and the conflict communication styles of individuals and job groups within the college. More specifically, this study investigated the relationships of employee perceptions concerning organizational communications, collaboration, formal influence, structure, focus on students, and work design/technology to their self-identified affinities for seeking solutions, control, or avoidance in conflict situations with their immediate supervisors. Effective leadership strategies are explored based on these relationships.     

THE HUMANITIES CURRICULUM IN THE COMMUNITY/JUNIOR COLLEGE

The purpose of this study was to examine the status of the humanities curriculum in the nation's community and junior colleges. Data on course offerings and enrollments in humanities’ courses (e.g., foreign languages, history, literature, philosophy) were obtained in spring 1975 and spring 1977 from a representative national sample of 178 two‐year colleges. Among the findings reported were: (1) during the same time period that two‐year colleges experienced a modest enrollment increase (7.4%), enrollments in 7 of the 12 humanities areas studied actually decreased; and (2) the humanities courses offered at most two‐year colleges were extremely limited both within and across subject areas. Recommendations on how humanities departments can increase their course enrollments are offered.     

TRANSITION COUNSELING IN THE COMMUNITY COLLEGE

According to the U.S. Department of Education, 44% of students entering American colleges and universities in 1995 were over age 25.As increasing numbers of students make changes to enter community college, it is imperative that counselors address the fundamental dilemmas facing this population. Addressing the transition concerns of these students as they navigate through community college may provide a counseling perspective that effectively enhances overall student development while simultaneously influencing future growth and success. This article outlines counseling considerations, from assessment to intervention, designed to help the community college counselor meet students' transition needs.     

ADMINISTRATIVE REORGANIZATION IN THE COMMUNITY COLLEGE

Reorganization within the administrative structure of community colleges is an activity that has been much indulged in but little written about during recent years. This study was undertaken to determine perceptions of the roles that community college presidents play when reorganization within the administrative structure takes place. Colleges used for collection of data were two Texas metroplitan community college districts. Collection of data was limited to administrative changes from the division level through the president's level at each college. No attempt was made to study the district level or the department or curriculum levels.     

USE OF THE COMMUNITY COLLEGE IN BACCALAUREATE ATTAINMENT AT A PRIVATE LIBERAL ARTS COLLEGE

A number of studies have shown that the associate degree track no longer reflects the path of community college students pursuing bachelor's degrees. Rather, students use the community college to fulfill specific degree requirements. This study investigated whether community college credits were used to fulfill core or major requirements among baccalaureate graduates of a private liberal arts college over a five-year period. Results indicate that more than one-third of graduates used the community college to fulfill requirements for the bachelor's degree. Overall, the primary use of the community college was to fulfill requirements for the core curriculum. Use of the community college was greatest among humanities majors, with business majors completing the most community college hours.     

ACADEMIC SUCCESS AMONG MEXICAN AMERICAN WOMEN IN A COMMUNITY COLLEGE

This field study examined a model of attrition in young Mexican American women at a community college. It was hypothesized that those who achieved low academic performance would drop out in response to a series ofpsychosocial and sociocultural barriers in education. The model in vestigated a process by which Mexican American women matriculate into the community college system and either bring with them or encounter for the first time a set of well‐documented barriers to education. At this juncture, they either possess or do not possess the personality characteristics and background that help them overcome the consequences of the barriers. If the students are able to sustain themselves through the difficulty posed by the barriers, they are more likely to experience depression, which may manifest as somatic symptoms. To the extent that a student succumbs to depression, her academic performance would fall and she would opt to leave school. The results of this study suggest that the greatest impact of educational barriers was not on academic performance directly but on the psychological and emotional well‐being of the student. This study found no significant relationship between academic performance and depression. The relationship between somatization and depression in this population was corroborated.     

COMMUNITY COLLEGE FACULTY INVOLVEMENT IN INSTITUTIONAL GOVERNANCE

The current study provided an investigation of 110 faculty who were very involved, moderately involved, and not involved in governance activities in community colleges. No differences were found between the three groups on characteristics of an ideal governance process or the roles faculty have in shared governance. Differences were found in responses to general perceptions toward faculty involvement in governance.     

ETHNIC CONSCIOUSNESS IN THE COMMUNITY COLLEGE CLASSROOM

This article addresses the influence of White American ethnic consciousness on educators in the community college classroom. In the event that issues of a multicultural nature arise in this setting, educators may find themselves responding to the information with differing attitudes and behaviors. These varied stances may stem from the process of moving from an unresolved to a more integrative stage of ethnic consciousness. White identity stages are presented, and their implications for classroom instruction are discussed.     

COMMUNITY COLLEGE RESIDENCE HALLS: A HIDDEN TREASURE

Residence halls have the potential for making significant contributions to the learning and development of community college students. Understanding students’ perceptions of both staff and peer contributions to the academic climate in their residence halls is critical. The results of this study indicate that residence life staff are perceived to be higher contributors to the academic climate in living environments than residential peers. The findings from this nationwide study provide benchmark data for community colleges with residence halls. Suggestions are made for how community colleges can reexamine the educational potential of residence halls.     

COMMUNITY COLLEGE MANAGEMENT IN TRANSITION: AN ASSESSMENT OF CHANGE

Community colleges tend to follow an authoritarian type of management, but many educational leaders are attempting to develop and implement a more open and participatory management system in these colleges. This is a study of one college in the process of making the change from an authoritarian system to one that would involve the faculty and staff extensively in the process of goal setting and decision making. In this case study, which relied heavily on semistructured interviews to assess the feelings of administrators and faculty toward organizational changes, it was found that the college was more open. Individuals appeared to be more receptive to change and innovations and to have increased willingness to participate in institutional governance. The faculty and administrators expressed the feeling that they had developed a broader view of the organization and a greater sense of trust. The results of the study suggest that the process might have been assisted by using even more in‐service training and by providing a fuller management structure.     

WOMEN FACULTY: SATISFACTION WITH EMPLOYMENT IN THE COMMUNITY COLLEGE

To ascertain the satisfaction of women full‐time community college faculty with their employment in the community college, an open‐ended questionnaire was sent to over 100 women faculty in the Chicago City Colleges. Although the low response rate precludes much generalizability, the responses indicate that most women in the study found employment in the community college to be ideal for them. The employment enabled them to find professional fulfillment without the pressure to publish and with sufficient time for family responsibilities. Reservations about how “ideal” employment in the community college is for women stemmed from concerns about the institution's negative image. University researchers who decry teaching in the community college as marginalization of women as faculty are diminishing the achievements of the many women who find teaching in the community college to be ideal employment.     

CARPE DIEM: OVERCOME MISCONCEPTIONS IN COMMUNITY COLLEGE DISTANCE LEARNING

ABSTRACT

This paper makes note of the vast opportunities for growth and expansion available to community colleges through online distance education. While many community colleges have taken advantage of these opportunities, continued success may be in jeopardy because of the high drop-out rates in online courses of study relative to courses offered as traditional, face-to-face classroom instruction. The reason for this may be that the “digital divide” still exists between students of the 21st century and faculty who were educated long ago in the 20th century, including even those faculty who have stepped forward to offer online courses. Perception of up-to-date concepts of distance learning is a major issue, and only when the gap is bridged between distance learner and instructor will online learning reach its potential. The literature available on distance learning has numerous suggestions for bridging this gap between students and faculty. The authors of this article recommend that community colleges make the institutional commitment to equip and train Internet-ready faculty to appropriately advise and teach 21st-century students. However, taking such a step may have significant implications for the immediate future in the allocation of financial resources.     

CAUSES OF STUDENT ABSENTEEISM IN COMMUNITY COLLEGE CLASSES

In an era of declining college enrollments it is vital to identify potential causes of absenteeism and implement strategies for reducing it. To accomplish this two open‐ended approaches were used to generate a list of reasons for missing social science classes. The combination of these two ultimately led to 51 reasons for missing class that appeared on the Class Attendance Survey in Likert scale format. This survey was shown to have both internal reliability and validity. The dependent variable on the survey was the number of absences reported by each student for the class in which the survey was taken. It was administered in class on or about the last class day by 24 social science professors to 25 classes. This resulted in 402 usable surveys, of which 351 were complete. A factor analysis of the independent variables yielded six factors with eigenvalues greater than 1.0 and factor loadings higher than .50. Four of the six entered a stepwise multiple regression equation. They combined to produce a highly significant F value. In descending order of their beta weights they were labeled “fatigue associated with excessive socializing,” “low attendance incentives,” “irresponsible pursuit of leisure,” and “external responsibilities.” F values for each of the beta weights were significant. Several recommendations for reducing absenteeism were made.     

REDUCING DISTANCE THROUGH DISTANCE LEARNING: THE COMMUNITY COLLEGE LEADERSHIP DOCTORAL PROGRAM AT COLORADO STATE UNIVERSITY

Creating a virtual community among learners in a course or program can increase student retention and satisfaction. Although community colleges are increasingly turning to on-line learning experiences for students, doctoral programs in community college leadership (CCL) can model the blending of different learning modalities. Using face-to-face experiences, two-way compressed video, on-line information posting, and synchronous and asynchronous on-line discussions, the CCL program at Colorado State University creates community among its doctoral students. A vignette is presented to illustrate the life of one of these doctoral distance students and to detail the uses of the various learning modalities. The article concludes with a discussion the three main types of support necessary for empowering students and keeping them connected in their community: multiple communities support, multiple meeting spaces support, and multiple systems support. The serendipitous result of this experience has been seeing doctoral students return to their respective community college campuses and use this blending of on-line modalities to serve their own students.     

COMMUNITY SERVICES: COMMUNITY COLLEGE FACULTY PERCEPTIONS AND PARTICIPATION

This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.